Category / Professional Learning

As part of our staff professional learning to kick start the school year, we had the perfect opportunity to deepen our learning and build our practice with visible thinking routines. The presenter Simon Brooks was engaging and notably competent of cultures of thinking and encouraged us to share our thinking and extend our ideas using a selection of thinking routines.

Over the past few years I have implemented some thinking routines into my teaching and learning sequences – particularly See Think Wonder, Colour Symbol Image and Step Inside the Character. However, spending a full day immersed in visible thinking has assisted my approach to teaching and learning planning.

A key takeaway from Simon Brooks was the idea of removing the front-loading of information to allow thinking to occur. The session also assisted me to consider what thinking routine would suit a lesson and year group. Whatever the lesson focus is I will consider – how could visible thinking be embedded.

To follow is a brief overview of how I started the year:

Zoom In

Year 1 – Introduction to a series of lessons on what can we learn from Fables, Stories from other Cultures and Aboriginal Dreaming Stories. The image from the fable The Lion and the Mouse from the delightful book Children’s favourite animal fables retold and illustrated by Graham Percy, 2000, provided the stimulus. Following the steps of the Zoom In routine, a section of the image was revealed in stages. Students were asked to look closely and respond to the question – What do you see or notice? What ideas might you have about this image.

Revealing a little more of the image the students were asked

What new things to do you see? Has the new information answered any of your wonders or changed your previous ideas?

What new things are you wondering about?

On the final reveal, the key question was

What questions remain to you about this image?

This routine inspired thoughtful discussion and anticipation as the image was revealed. Depending on the time, some of the Year 1 classes just had time for the thinking routine, while one class had time for the story in one session. It did make me smile when children shared fascination in seeing the same image in the story.

In the past, I had started the series of lessons introducing the word fables and getting right into it – pretty much front loading. I have in mind to read three fables before we even think about the connections between the stories and lead into what is a fable and what have we learnt from each story?

See Think Wonder

Year 2 – The thinking routine See Think Wonder allowed me to slow down and start with thinking for the first lesson of the year with Year 2 classes. The image from Emily Gravett’s book Wolves provided the stimulus to respond to the visible thinking routine questions:

What do you see? (I see…)

What do you think about that? (I think…)

What does it make you wonder? (I wonder…)

Wolves by Emily Gravett

By taking the time to view the image and respond to the questions the students demonstrated engagement with the task and took turns to talk and listen. When I revealed the book Wolves it was encouraging to hear connections to the image and excitement while reading and when the page was opened in the book.

4C’s

Year 5 organised breakout groups to introduce students to Ghana as part of a geography and science inquiry unit. My lesson was based on folktales from Ghana. I had not used the 4C’s thinking routine before, however, the overview highlighted making connections, asking questions and identifying key ideas and seemed a good fit.

The book How Anansi got his stories by Cooke and Violet was short enough to read fully and allow time for students to respond to 3 of the 4C questions.

Connections – What connections do you draw between the text and your own life and/or other learning?

Concepts – What key concepts or ideas do you think are important and worth holding onto from the text?

Changes – What changes in attitudes, thinking, or action are suggested by the text, either for you or others?

Although the time to respond felt rushed and I did not feel confident with this new thinking routine some of the responses were reflective and valuable as a whole group summary. I look forward to working with this routine again.

In July this year, I spent two engaging weeks as an intern at the State Library of NSW. An overview of my learning journey can be found on the SLNSW Blog Internship at the State Library.

Sydney from the North Shore, 1827 / J. Lycett. Dixson Galleries, State Library of New South Wales

A highlight of the internship was spending time in the Exhibition Galleries to observe and select paintings from the collection suitable for a learning activity. One particular painting Sydney from the Nort Shore, 1827 by the convict artist Joseph Lycett, provided the inspiration to explore visual literacy and aspects of History – First Contacts for Stage 2 (Years 3-4). This lead to the creation of a learning activity which is now available on the SLNSW Learning at the Library resources ‘Visual Grammar – responding to historical paintings.’

As mentioned in the Blog Post ‘the two weeks at the Library was inspirational, I have grown from the experience, and I am energised and excited about what is ahead.’ Thank you Information and Access and Learning Services at the State Library of NSW for allowing such an experience.

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In April 2019, I received the exciting news that my paper Information literacy, young learners and the role of the teacher librarian was selected for the Jean Arnot Memorial Fellowship. The Jean Arnot Memorial Fellowship is funded by the National Council of Women of NSW and the Australian Federation of Business and Professional Women’s Associations to commemorate Miss Arnot a former librarian with a remarkable career of 47 years at the State Library of NSW. In May, I was honoured to attend the Jean Arnot Memorial Luncheon at NSW Parliament House with my mother.

The motivation in writing the paper was triggered by interest in the topic and awareness of limited literature available regarding information literacy in the early years of schooling. In addition, I was preparing for a conference based on showcasing information literacy teaching and learning experiences with students in Years 1-2. The conference presentation can be accessed via:

It is an honour to be here today to receive the Jean Arnot Memorial Fellowship. I wish to thank the National Council of Women of New South Wales, the Australian Federation of Business and Professional Women’s Associations, and the State Library of New South Wales for making possible such a prestigious award that acknowledges, recognises and commemorates female librarians. Learning of Jean Arnot’s dedication to librarianship and commitment to women is inspirational, and I am proud to be associated with this award.

In reflection, I realise 2019 marks for me twenty-five years of service to the library and information profession. However, libraries have played a role throughout my life. Libraries allowed me to borrow books beyond my abilities as a child, developed me as a teenager, informed me as a young adult, and allowed bag loads of books to be loaned to my own children. Libraries continue to educate me, deepen my knowledge, stimulate my curiosities, provide hope, and are always there for me.

Back in 1994 when I worked as an information specialist at McKinsey and Company, our team had a dedicated computer where we had to plug the right coloured cable in to connect to the Internet. We had specialised training about URL’s and how to search the World Wide Web. Since 2002, my role as a teacher librarian has allowed me to be at a school library each day surrounded by young minds, literature, information and technology. The pace of change is astonishing, what I once taught to twelve-year-olds I now have adapted and teach to children in their first years of schooling. When I recently asked a Year 2 class with an information need ‘how can we find out?’ there was a pause, I was hoping to hear ‘look in a book,’ expecting to hear ‘Google,’ but was not prepared when one child quietly replied ‘Ask Siri.’ How far we have come from plugging a cable into a dedicated computer to using voice recognition to search for information.

Commitment to learning and near completion of the Master of Education Teacher Librarianship at Charles Sturt University has provided me with strength and direction to adapt, and allowed me to enhance my commitment as a teacher librarian. I look forward to what is ahead.

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As the new school year approaches and time has been taken to refresh and refocus, it is important to begin by articulating thought to the purpose and role of a teacher librarian. Two essential aspects of a teacher librarians role include reading and information literacy. This Post focuses on reading and highlights plans to ensure reading is fundamental to all students K-6.

It is appropriate to start the year with a reading action plan, in 2018 there was a significant decline in library visits which had a negative impact on borrowing numbers and scope of books loaned in the upper primary years. It is important to note that the decline was linked to a restructuring that incorporated inquiry learning blocks for Years 5 and 6. The new structure removed the more traditional library lesson and regular borrowing/reading time. In 2019, Years 3 and 4 are scheduled for such change and the concern for a negative impact on exposure to books and time scheduled to visit the library to browse, borrow and read are of utmost importance.

The recent work of Margaret Merga and Saiyidi Mat Roni provides practical ideas and strategies to ensure teacher librarians are proactive in encouraging continued reading beyond students reaching reading independence. Merga’s work is highly admirable and provides clear direction for all educators concerned for student reading. It is specified that it is essential for educational institutions to promote and support youth in the development of regular reading practices. The action plan to follow is based on a select few of Merga’s recent research papers. I look forward to reading Merga’s newly released book Reading Engagement for Tweens and Teens: What Would Make Them Read More? in the coming weeks and extending my learning journey.

“While libraries are sites of constant change in response to policy, resourcing, and technological developments, they remain essential sources of books for young people.” (Merga 2017a, p.609)

Focus on reading is a broad concept, in order to construct an action plan the specific area of interest is based on book reading – including fiction and nonfiction, and how the school library can support this. Although book reading is essential K-6 and beyond, it is necessary to promote reading for primary students in Years 3-6 due to the recent restructure in my workplace. Fortunately, the research of Merga concentrates on this age range which involves students who have reading competence.

"...effectively communicate the continued importance of engaging in recreational book reading” (Merga 2017b, p.220)

An action plan incorporates three elements – specific tasks, time frame, and resource allocation, to follow are initial ideas to execute.

Specific tasks

Review the 2019 timetable for classes K-6: does each class have a scheduled regular session to visit the library for the purpose of browsing, reading, being read to and introduced to suitable books, and borrowing? If yes, terrific, if no, immediate follow up with key participants to stress scheduled time will be essential.

Continually ensure the library collection is up to dateand appealing to students. Fortunately, the fiction library collection has just had a stocktake and several books were deselected, there are also numerous new books ready to offer providing a sound range of choice. However, it would be beneficial to conduct a survey to gain student feedback on the collection and plan accordingly.

Teach and promote strategies to assist students to find engaging books. As noted by Merga many students did not have strategies helpful for finding books. “Children need to be explicitly taught choosing strategies”(Merga 2017b, p.220). Three key factors linked to choosing strategies involve “familiarity, complexity and interest” (Merga, 2017a, p.624-626).

Familiarity

Complexity

Interest

Series loyalty

Reading skill

Page sampling

Repeat reading

Matching skill level

Book title and cover appeal

Genre enjoyment

Extending skill level

Author familiarity

Supported choice

Series engagement

Inform parents of the importance of encouraging and supporting their children to continue reading, make time for reading and reading together (Merga, 2018b).

Administer and provide summarised reports to class teachers of what their students are reading. It is important to note that the focus is not just on the borrowing statistics but looking at what the students are reading. A summarised report on borrowing by students would be valuable information for teachers during parent meetings. Library catalogue systems offer a wide range of reports, taking time to investigate is something that I plan to perform more regularly as a disappointing report at the end of a school year is not greatly helpful or encouraging.

In 2017 I presented at the Australian School Library Association (ASLA) Biennial Conference – Challenge to Change. My presentation and paper can be found via a previous blog Creating a Community of Readers – Our purpose is to make a difference. In reviewing the presentation and paper I was very happy to see reference to Merga’s earlier work, it is obvious Merga’s research will guide and influence teacher librarians and educators in the coming years.

References

Merga, M., & Roni, S. (2017a). Choosing Strategies of Children and the Impact of Age and Gender on Library Use: Insights for Librarians. Journal of Library Administration, 57(6), 607–630. doi:10.1080/01930826.2017.1340774

Merga, M. (2017b). What would make children read for pleasure more frequently? English in Education, 51(2), 207-223. doi:10.1111/eie.12143

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2018 has been a productive year for the Primary School Library with the update and introduction of new programs for Stages 1 – 2 and support to the newly implemented grade inquiry focus for Stage 3 – Years 5 & 6. The review is a snapshot of teaching and learning, special events, resource use and top books loaned by grade.

It is interesting to compare the overview to the previous year and reflect on areas of strength and those requiring improvement. Unfortunately, reports referred to for this overview highlighted a major reduction in borrowing for Years 5 and 6. Not only were borrowing statistics significantly reduced, the range and level of books being borrowed by Year 6 were also disappointing in comparison to the younger grades.

I believe a key factor that has caused such a change is the reduction of visits to the library and the fact that they became impromptu. The change to a grade inquiry block removed the weekly library lesson and borrowing time which included time to recommend books, browse and read. The result is of great concern and has prompted the need to provide a thorough report to the Executive team. In addition to statistics, I plan to revisit an article I wrote Creating A Community Of Readers and refer to current research by Margaret Merga who has written extensively about reading promotion. It is critical to highlight the concern and suggest ways to encourage more reading and engagement with books. In 2019 Stage 2, Years 3 & 4 will move to grade inquiry blocks which will affect the regularity of library visits. The best way forward is to consider practical ways to ensure students are exposed to books and encouraged to read. The change in support to inquiry units will require a tighter approach to information and digital literacy guidance and instruction to both teachers and students.

I would like to acknowledge and thank the support and commitment of Michelle the Primary School Library Assistant. Michelle has worked meticulously in managing circulation, processing resources, library upkeep and assisted in book selection and library displays. Michelle and I have both taken time to deepen our familiarisation with our cataloguing system Oliver by Softlink and we are about to embark on a Stocktake – thanks to Michelle’s recent training!

In 2019, I look forward to presenting at the 2019 Oliver v5 User Conference on information literacy for Stage 1 and running a Webinar for the Australian School Library Association (ASLA) in regard to visual grammar / visual literacy using picture books. Oh, I also have two subjects to go with my Master of Education – Teacher Librarianship at Charles Sturt University.

One final note, the overview was created using InDesign. Recently I attended a professional learning course for InDesign provided by Design Workshop Sydney. I was determined to create the summary using InDesign as my first project and it was the perfect opportunity to try out the program and execute my learning.

On Wednesday evening last week, the newly formed CBCA NSW Branch Inc Eastern Suburbs Sub-branch was launched! It was an inspiring event attended by almost 80 guests – a mix of children’s book authors and illustrators, publishing industry professionals, teachers, librarians and parents. The evening not only raised the profile of children’s books it also brought together a community passionate about a good story and admirers of the artistic talent of children’s book illustrators.

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At the end of last year, I attended a meeting about an idea of forming a sub-branch of the Children’s Book Council – NSW Branch to provide for the Eastern Suburbs of Sydney. During that meeting, we decided to make it a reality and formally started the creation of the CBCA NSW Branch Inc Eastern Suburbs Sub-branch. During the initial meeting I was voted in as the Secretary, we have had three Committee meetings and next month we are holding a launch night.

So far it has is a very positive experience, we have been very busy making plans for the launch and a children’s event that will be held in October this year. I am very proud of our invite flyer designed by Cate James. It would be wonderful if you could make it to the event!

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Creating a Community of Readers was a presentation at the Australian School Library Association (ASLA) Biennial Conference – Challenge to Change, 13-14 July 2017. Details of the presentation are provided in a previous Post.

The full article related to the presentation has been published in ACCESS the Journal of the School Library Association of Australia.

Creating a Community of Readers. ACCESS, Volume 31, Issue 3, September 2017.

Each year The Children’s Book Council of Australia (CBCA) promotes and celebrates children’s books with the major event of Children’s Book Week during August. There are several Posts related to Book Week on this Blog as it is a very special part of the Library program. Recently SCIS Connections published an article I wrote focusing on using the Early Childhood and Picture Book short list books, as well as providing an insight into exploring the Younger Readers chapter books in the F–6 school context. The full article can be found via Read, respond, celebrate: engaging with the CBCA short list